Impact of 5 E-Learning Strategies on Pre-Service Teachers’ Knowledge of Population Education in Lagos
Chapter One
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To investigate the types of activities pre-service teachers use in each stage of the 5E learning cycle model
- To investigate which stages of the 5E learning cycle do pre-service teachers experience any problems when teaching their lesson plans
- To investigate stages of the 5E learning cycle do pre-service teachers successfully perform their lesson plans
CHAPTER TWO
REVIEW OF RELATED LITERATURE
PRE SERVICE TEACHER
Internationally, there is general consensus that teaching practice (TP) is fundamental to the preparation of teachers, as “a good teacher education programme must seek to assist individual teachers to grow and develop as people, provide them with the necessary skills and professional abilities to help them become effective teachers” (Fafunwa, 2001:81). Thus, the concept of student TP is deeply rooted in a drive towards the development of competent and professional teachers. Notwithstanding that, the teacher preparation component is a valued educational tradition essential to pre-service teacher professional development, and initiation into teaching, the process of which is often highly complex. Such complexities often shape the students’ ability to derive maximum benefits therefrom and indeed, from the pre-service training (Bloomfield, 2010; Johnston, 2010). In developing countries like South Africa, teaching practice challenges are usually more severe, particularly in rural schools, due to limited research to understand the school-based support and its effectiveness. Heeralal and Bayaga (2011) discovered that student TP efficacy in rural South Africa was minimised by isolation, low and uneven levels of school-based teacher expertise, and support. Similarly, Prince, Snowden and Matthews (2010) posit that student teachers find the TP period in rural contexts stressful, lonely and demanding because of inadequate support from the schools and mentors. Current debates foreground the quality of TP as a universal concern within teacher education (Heeralal & Bayaga, 2011). Grisham, Laguardia and Brink (2000) lament the distressing and intimidating situations that arise when pre-service teachers are placed in classrooms without support. This article illustrates that the current South African teacher education culture still has a long way to go before achieving effective student teacher TP support in rural schools, due to the focus on urban setting.
The manifestation and the construction of pre-service teachers’ prior beliefs of teaching and learning have been the main focus of a plethora of previous studies. These studies, for example Britzman (1991), Calderhead and Robson (1991), Hollingsworth (1989), and Knowles and Holt-Reynolds (1991), focused primarily on the influences of the formal school system. For example, Britzman in an in-depth study with two pre-service teachers reported that both entered their teacher education program with beliefs of teaching and learning constructed through their school experience. Similarly, Ross (1987) reported from his study with 21 preservice teachers majoring in social science education at a large mid-western public university in the USA, that pre-service teachers’ perspectives were shaped by their experiences as pupils in school. Extensive literature reviews by Calderhead, (1991), Pajares (1993), and Richardson, (1996) supported the findings of the aforesaid studies. Richardson, for example, suggested from his review of the literature on learning-to-teach that pre-service teachers’ preconceptions of teaching and learning come through personal experiences, schooling and instruction, and formal knowledge. A number of previous studies, for example, Bolin (1990), Hollingsworth (1989), Knowles and Holt-Reynolds (1991), and Weinstein (1990), focused on preservice teachers’ experiences of growing up in their families and communities. Knowles and Holt-Reynolds for example, asserted that the typical formative influences on the image of self as a teacher include, amongst others, those of the family.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study effort of 5e learning strategies on pre service teachers knowledge on population education in Lagos
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on effort of 5e learning strategies on pre service teachers knowledge on population education in Lagos. 200 staff of selected secondary schools in Lagos state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effort of 5e learning strategies on pre service teachers knowledge on population education in Lagos
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenge of 5e learning strategies on pre service teachers knowledge on population education in Lagos
5.2Summary
This study was on effort of 5e learning strategies on pre service teachers knowledge on population education in Lagos. Three objectives were raised which included, To investigate types of activities do pre-service teachers use in each stage of the 5E learning cycle model, to investigate which stages of the 5E learning cycle do pre-service teachers experience any problems when teaching their lesson plans, to investigate stages of the 5E learning cycle do pre-service teachers successfully perform their lesson plans. The total population for the study is 200 staff of selected secondary school, Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
In this paper, the pre-service teachers failed at implementing parts of the 5E learning cyclemodel. These pre-service were not skilled at class-room management and also could not relate their students’ previous knowledge into students’ daily lives and real world experiences. The findings of this paper also demonstrated that pre-service teachers were unable to reflect their strong levels of self-efficacy regarding the 5Elearning cycle and constructivist theory into real-world classroom applications. Even though pre-service teachers who participated in this study acquired theoretical knowledge on 5E learning cycle model and had experiences on writing les-son plans before the study was conducted, they could not transfer their knowledge and experiences into their teaching practices and it is quite thought provoking. The pre-service teachers inthis current study gave a very little space to assessment and primarily evaluated students’ learn-ing and achievement solely by information seek-ing questions
Recommendation
In terms of teaching practicum courses, pre-service teachers should be trained well aboutusing 5E learning cycles and classroom teachersshould have chances to participate in-servicetraining in order to better help students learning,achievement, attitudes etc. via using 5E learningcycles in their courses. Pre-service teachersshould be reminded that they are not the solesource of information. Their main role should bethe facilitator during the learning process. So,pre-service teachers should encourage studentsinvolved in inquiry and exploration, should pro-vide adequate materials, should monitor and as-sess learning. Students also need to engage indiverse techniques and activities in order to re-flect and argue their experiences and learning
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